Abstract
The overspread of the novel coronavirus—SARS-CoV-2—over the globe has caused significant damage to manufacturing and service businesses, regardless of whether they are commercial, public, or not-for-profit sectors. While both the short-term and long-term impacts of most companies can be approximately measured or estimated, it is challenging to address the enduring effects of COVID-19 on teaching and learning activities. The target of this research is to investigate students’ manners of studying at home during the school suspension time as a result of COVID-19. Through analyzing original survey data from 420 K6–12 students in Hanoi, Vietnam, this work demonstrates the different learning habits of students with different socioeconomic statuses and occupational aspirations during the disease’s outbreak. In particular, we featured the differences in students’ learning behaviors between private schools and public schools, as well as between students who plan to follow STEM-related careers and those who intend to engage in social science-related careers. The empirical evidence of this study can be used for the consideration of the local government to increase the sustainability of coming policies and regulations to boost students’ self-efficacy, as it will affect 1.4 million students in Hanoi, as well as the larger population of nearly 10 million Vietnamese students. These results can also be the foundation for future investigations on how to elevate students’ learning habits toward Sustainable Development Goal 4 (SDG4)—Quality Education—especially in fanciful situations in which the regular school operation has been disrupted, counting with limited observation and support from teachers and parents.
Highlights
Developing digital competency for the younger generation is always a primary concern of most governments toward Quality Education (Sustainable Development Goal 4) [1]
The surveyed students spent around 2.8 h (SD = 1.60) studying at home on a typical day, and about 3.7 h (SD = 2.64) studying on days of school closure due to the COVID-19 pandemic. These numbers were at a middle level when compared with the average time spent on homework per day in other Asian countries, such as Japan (2.2 h for junior high and 2.5 h for high school students), Korea (3 h for high schoolers), Taiwan (3.7 h for 11th graders), and India (4–5 h for high school students) [48]
In the future, there will likely be a higher number of learning hours, since the collected data was only from the first two weeks of school closure
Summary
Developing digital competency for the younger generation is always a primary concern of most governments toward Quality Education (Sustainable Development Goal 4) [1]. Educational digital transformation is not a technological renovation, and a transition between generations. Concerning students’ self-efficacy as a grand puzzle for their sustainable learning trajectory, several studies have been taken to examine Vietnamese students’ learning habits. Vuong et al [5] provided a mosaic of Vietnamese students’ reading habits and triggered further studies on examining students’ self-efficacy amidst different social and cultural facets. The importance of self-regulated skills, such as ICT, non-cognitive, and reading habits, need more attention from the government, school managers, teachers, and parents, especially in the urgent circumstances, such as the passive digital transformation due to COVID-19
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
